santrock12_ch13 socioemosi r4v
TRANSCRIPT
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Slide 1
John W. Santrock
Socioemotional Developmentin Childhood
13
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Slide 2
What are emotion?
Emotion : feeling, or affect that occurs
when people are engaged in an
interaction that is important to them,
especially one that influence their
well_being.
Pada masa bayi emosi adalah bentuk
komunikasi
Emosi, positif dan negatif
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Slide 3
Emosi positif : antusiasme, bahagia,
dan cinta
Emosi negatif: cemas, takut, rasa
bersalah, dan kesedihan
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Slide 4
PANDANGAN FUNGSIONALIST
TENTANG EMOSI Penyesuaian pada tuntutan lingkungan
Fungsi relasional Berhubungan dengan tujuan
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Slide 5
Kompetensi emosi
EI: I nvolve perceiving and expressing
emotion accurately, understanding
emotional knowledge, using feeling to
facilitate thought, and managing
emotions effectively.
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Slide 6
Development of Emotion
FANCY
Primary emotions: emosi dasar padamanusia dan binatang : surprise,
interest, joy, anger, sadnes, fea and
disgust
Self concious emotions: yg
mensyaratkan ada kesadaran tentang
Aku : cemburu, empati, pride, shame,
guilt
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Slide 7
Ekspresi emosi pada bayi
Menagis
Basic cry
Anger cry
Pain cry
Senyum
Revlexive smile
Social smie
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Slide 8
Fear
6-18 bulan
Stranger anxiety
Separation protest
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Slide 9
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Slide 10
Socioemotional Development
in Middle and Late Childhood What Is the Nature of Emotional and Personality
Development in Middle and Late Childhood?
What Are Some Changes in Parenting and
Families in Middle and Late Childhood?
What Changes Characterize Peer Relationships
in Middle and Late Childhood?
What Are Some Important Aspects of Schools?
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Slide 11
The Self
Development of self-understanding
Children increasingly describe themselveswith physiological characteristics and traits
Self-understanding includes social
references and comparisons
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Slide 12
The Self
Understanding others
Perspective taking increases with age Judging others intentions, purposes, actions
Important in social attitudes and behaviors
Increased skepticism of others claims with age
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Slide 13
The Self
Self-esteem
Global evaluationsof the self
Self-worth
Self-image
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
Self-concept
Domain-specificevaluations of the
self
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Slide 14
The Self
Self-esteem and self-concept
Variations related to development High self-esteem linked to higher initiative
Concerns: too much or undeserved praises
inflated self-esteem Inability to accept criticism and competition
Most research is correlational
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Slide 15
The Self
Increasing Childrens Self-Esteem
Identify causes of low self-esteem
Provide emotional support and socialapproval
Help children to achieve
Encourage coping skills
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Slide 16
The Self
Self-regulation
Increased capacity with age, development
Eriksons Industry versus Inferiority
Encouragement increases childs sense of
industry; criticism results in inferiority
Develop sense of competence orincompetence in attempt to master skills
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Slide 17
Emotional Development
Increased ability to
understand complex
emotions
Increased understanding
that more than one emotion
can be experienced in a
situation Self-initiated strategies for
redirecting feelings
More fully take into
account events leading
to emotional reactions
Improved ability to
suppress or conceal
negative emotional
reactions
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Slide 18
Emotional Development
Emotional intelligence
Ability to monitor feelings and emotions of
oneself and others
Four main areas
Developing emotional self-awareness
Managing emotions (self-control)
Reading emotions (perspective taking)
Handling emotions (resolve problems)
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Slide 19
Emotional Development
Coping with Stress
Use of alternative cognitive strategiesincrease with age, maturity
Intentional thought shifting
Reframing or changing ones view
Context or environment may overwhelm coping
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
C ?
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Slide 20
Emotional Development
Helping children cope with stress
Reassure safety and securityAllow retelling of events; be patient listener
Encourage discussion of disturbing feelings
Help make sense of what has happened
Protect child from re-exposure and trauma
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
Wh I h N f E i l d P li D l i Middl d L Childh d?
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Slide 21
Moral Development
Piagets morality
Heteronomous: unchangeable rules
Autonomous: consider intentions andconsequences of people
Kohlbergs theory
Three levels, six stages of moral reasoning Stage change based on perspective taking
opportunities and experienced conflict
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
Wh t I th N t f E ti l d P lit D l t i Middl d L t Childh d?
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Slide 22
Moral Development
Kohlbergs theory
Based primarily on
moral reasoning;
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
Level Stage Description
PreconventionalReasoning:
external rewardsor punishment
1 Heteronomous morality: moral thinking tiedto punishment
2 Individualism, instrumental purpose, andexchange: persons pursue own interests
ConventionalReasoning:intermediate
internalization
3 Mutual interpersonal expectations,relationships, and interpersonal conformity:moral standards seen as good or bad
4 Social systems morality: based onunderstanding of social order, law, etc.
PostconventionalReasoning:morality fullyinternalized
5 Social contract: individual and human rights
6 Universal ethical principles: conscience
Wh t I th N t f E ti l d P lit D l t i Middl d L t Childh d?
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Slide 23
Moral Development
Kohlbergs Beliefs
Levels and stages occurred in sequence
Cognitive development does not ensuremoral reasoning development
Peer interaction stimulates moral reasoning
Universal support found for first four stages
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
What Is the Nat re of Emotional and Personalit De elopment in Middle and Late Childhood?
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Slide 24
Moral Development
Kohlbergs Critics
Not enough emphasis on moral behavior
Culture and Moral Development
Dismissed family processes importance
Gender-biased: males use justice view,
females use caregiver perspective
Social conventional reasoning; rules forsocial control differ from moral rules
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
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Slide 25
Moral Development
Prosocial moral behavior
More emphasis on behavior development
Empathy, altruism behaviors
Empathy and adult encouragement fosters
obligation to share
Definitions of fairness change with age
Give-and-take of peer interactions affects most
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
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Slide 26
Moral Development
Moral personality
Three components Moral identity (view of self)
Moral character (behavior shown to others)
Moral exemplars (model for others)
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
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Slide 27
Gender
Gender stereotypes
Broad categories of beliefs, impressions
Traditionally: males dominant, females nurturant
Some influence by culture and religion
Some social inequalities have diminished
As sexual equality increases, genderstereotypes and behaviors may diminish
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
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Slide 28
Gender
Gender difference and similarities
Average differences: not all females or males Even in differences, there is large overlap
Differences may be biological, sociocultural,
or both
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
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2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 29What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
Gender
Physical development
Men taller, shorter life expectancy, more
likely to develop physical/mental disorders Females have more fat, hormone growth
stops at puberty
Female brains smaller and more folds,larger corpus callosum
Hypothalamus and area of parietal lobe arelarger in men
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Slide 30What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
Gender
Cognitive Development
Early research: females had better verbal
skills, males better math and visuospatial
skills
Later research suggests differences slight
Differences persist on standardized test
scores of children; suspect other factors
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Slide 31What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
Gender
Socioemotional Development
Boys more physically aggressive; affected
by biology and environment
Girls equally or more verbally aggressive
Relational aggression
Communication differs Others talk to boys and girls differently
Rapport and Report Talk
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Slide 32
Gender
Report talk
Favored by males
Provides information
Public speaking
such as jokes and
storytelling
Rapport talk
Favored by females
For conversation,
establishing
connections, and
negotiatingrelationships
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
Slide 33What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
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Slide 33
Gender
Socioemotional Development
Communication
Girls use more affiliative speech; boys usemore self-assertive speech
Differences affected by
Group size
Speaking with peers or adults
Familiarity
Age
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
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Slide 34
Gender
Emotion
Boys hide more negative emotions, girls
show less disappointment Girls experience more intense emotions in
adolescence
Males show less self-regulation, morelikely to have behavior problems
Girls engage in more prosocial behaviorsin childhood and adolescence
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
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Slide 35
Gender
Gender role classification
Androgyny: possessing both positivefeminine and masculine characteristics
Sandra Bem: androgynous persons
More flexible, competent, mentally healthy
Classification affected by context
Despite societal changes, traditional
raising of boys continues
What Is the Nature of Emotional and Personality Development in Middle and Late Childhood?
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Slide 36
androgynous feminine
masculine undifferentiated
MasculineLowHigh
y p
Gender-Role Classification
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Slide 37
Gender
Gender in context
Gender stereotypes usually expressed
as personality traits
Gender behavior affected by context
Gender roles prescribed in many cultures Division of labor
Childrearing and socialization
y p
Slide 38What Are Some Changes in Parenting and Families in Middle and Late Childhood?
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Slide 38
Developmental Changes
in Parenting Parent-child interactions: decrease as
children get older
Autonomy and parental regulation
School-related and out-of-school matters
Discipline
Co-regulation: gradual process
g g
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Slide 39
Stepfamilies
Divorce and remarriage common
Higher divorce rate in remarriages
Remarried parents face unique tasks
Strengthen and define new relationships
Renegotiate divorced biological parental roles
Three common types of stepfamilies Stepfather, stepmother, and blended
g g
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Slide 40
Latchkey Children
Both parents work outside home
Largely unsupervised; experiences vary
2 to 4 hours on school days
Much more during summer months
Risks to child
Grow up too fast, too many responsibilities
Easier to get into trouble, negative behaviors
Out-of-school care exists, more needed
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Slide 41
Gay Male and Lesbian Parents
Families with children created by
Heterosexual parent identifies as gay male
or lesbian after birth of children Donor insemination
Adoption
Custody arrangements can vary Few, if any, differences between children
raised in heterosexual and gay/lesbianfamilies
Slide 42What Changes Characterize Peer Relationships in Middle and Late Childhood?
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Slide 42
Developmental Changes
Peers become more important
Peer interaction increases for recreation,
group identification, and friendships
Peer competence impacts on future
Size of group increases and adult
supervision decreases with age Same-sex group preferences until age 12
Slide 43What Changes Characterize Peer Relationships in Middle and Late Childhood?
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Peer Statuses
Rejected
Frequently nominated as someonesbest friend and as being dislikedControversial
Average
Popular
Infrequently nominated as a bestfriend; actively disliked by peers
Receive average number of positiveand negative nominations from peers
Frequently nominated as a best friend;rarely disliked by peers
NeglectedInfrequently nominated as a bestfriend but not disliked by peers
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Peer Status
Skills of popular children
Give out reinforcements, act naturally
Listen carefully, keep open communication
Are happy, control negative emotions
Show enthusiasm, concern for others
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Peer Status
Behaviors of rejected children
Less classroom participation
Negative attitudes on school attendance
More often report being lonely
Aggressive peer-rejected boys
Impulsive, problems being attentive, disruptive Emotionally reactive, slow to calm down
Have fewer social skills to make friends
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Social Cognition
Thoughts about social matters
Thoughts about peers is important forunderstanding peer relationships
Interpreting intentions determines
response and appropriateness
Social knowledge creates social bonds
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Bullying
Verbal or physical behavior intended to
disturb someone less powerful
Most likely affected are males and
younger middle school students
Targeted children unlikely to retaliate
Bullies more likely to have lower grades,smoke or drink alcohol
Victims suffer many other effects
Slide 48
Bullying Behavior Among U S Youth
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Bullying Behavior Among U.S. Youth
Subject of sexual comments or gestures
Belittled about religion or race
Subject of rumors
Hit, slapped, or pushed
Belittled about looks or speech
Males
5 250 10 15 20
Percent experiencing bullying
Females
Fig. 13.6
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Friends
Not all friendships
and not all friends
are equal
Friendships serve six functions
Companionship
Stimulation
Physical support
Ego support
Social comparisonAffection and intimacy
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Friends
Intimacy in friendship
Self-disclosure
Sharing of private thoughts
May not appear until adolescence
Friendless students
Showed less prosocial behaviors More emotionally depressed
Had lower grades
Slide 51What Are Some Important Aspects of Schools?
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Contemporary Approaches
to Student Learning Controversy over best instructional
approach
Constructivist: learner-centered
Direct instruction: teacher-centered
Criticized as rote memory, teaching irrelevant
material, and creates passive learners
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Contemporary Approaches to
Student Learning and Assessment
Constructivist
Direct
instruction
Emphasizes the childs active construction
of knowledge/understanding with teacher
guidance. Child encouraged to discover,
reflect, critically think. Emphasis on
collaboration and opportunities.
Characterized by teacher direction and
control, mastery of academic material,
high expectations for students progress,and maximum time spent on learning
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Contemporary Approaches
to Student Learning Accountability
Demanded by public and government
State-mandated tests more powerful role
No Child Left Behind (NCLB) Act critics
Single score from single test as indicator
Tests dont measure creativity, other skills Teaching to the test
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Socioeconomic Status
and Ethnicity Education of students from low-income
Schools:
More students with low achievement test scores
Low graduation rates
Low numbers attend college
More inexperienced teachers
More rote memory encouraged
Old and crumbling buildings and classrooms
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Socioeconomic Status
and Ethnicity Ethnicity in schools
Large inner city school districts attended by
1/3 of all African American and Latino students 22% of all Asian students
5% of all white students
School segregation exists; effects of SES
and ethnicity intertwined Schools grossly underfunded, lack adequate
opportunities for effective learning
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Improving Ethnically
Diverse Schools Turn the class into a jigsaw classroom
Use technology to foster cooperation
Encourage positive personal contact Encourage perspective taking
Help critical thinking, emotional intelligence
Reduce bias View school and community as team
Be a competent cultural mediator
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The End
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